Author: Michelle Magyar

Across the 2022, 2023, and 2024 California School Dashboards, foster youth have consistently been among the highest-frequency student groups prompting eligibility for differentiated assistance. As Local Education Agencies (LEAs) collaborate with their communities to set Local Control and Accountability (LCAP) goals that address disparities across student group performance, a new resource is now available to enhance their efforts to support foster youth.

Weaving Connections: Collaborative Support for Foster Youth in California Schools is a dynamic e-learning series presented by the CSU Center to Close the Opportunity Gap and the San Jose State University Center for Innovation in Applied Education Policy. These modules highlight the critical, interconnected roles of teachers, school counselors, school social workers, school administrators, and school psychologists. By deepening understanding of each role’s responsibilities, the training empowers school communities to foster stronger collaboration, leading to more cohesive and effective support networks for foster youth.

This training is essential for anyone working within school environments who is committed to supporting “at-promise” students. Strengthening local support teams not only enhances day-to-day practices but also provides valuable strategies that can be integrated and tracked through LCAPs.

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.

As LEAs juggle state testing, year-end projects, and LCAP development, the California Collaborative for Educational Excellence (CCEE) is excited to introduce the upgraded Levers for System Change self-assessment tool. Available via the System of Support (SSOS) Toolkit, this enhanced version is designed to support strategic planning and evaluation efforts across districts.

Key new features include:

• Multi-user collaboration for team-based assessments
• AI-powered recommendations based on assessment results, pulling from the CCEE Resource Hub
• Live updates for seamless, real-time teamwork
• Automated categorization of results into strengths and areas for growth
• Refreshed content aligned with current educational priorities, including MTSS, ELs, LTELs, and special education
• Improved UI/UX for a more intuitive experience

The tool helps LEAs evaluate their infrastructure across six foundational components, guiding their continuous improvement journey. To begin, users must register for an account. Start leveraging this powerful system-planning tool to drive meaningful student outcomes.

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.

As key partners in the Statewide System of Support, we at CCEE want to emphasize the critical phase we are entering with the Local Control and Accountability Plan (LCAP) and the introduction of the Learning Recovery Emergency Block Grant (LREBG).

The LREBG is designed to support a broad array of initiatives through the 2027-28 school year. These include expanding educational courses, enhancing mental health support, and providing critical college and career counseling—all essential for fostering both academic success and emotional well-being in our students.

LEAs are now mandated to develop a thorough needs assessment for using these funds, focusing particularly on students who require significant learning recovery support. This includes reviewing academic performance in English and math, as well as addressing high levels of chronic absenteeism. By integrating these assessments with the LCAP development, LEAs can strengthen the continuous improvement processes to create more effective and responsive educational programs.

Tools within the SSOS, such as the Needs Assessment and Evidenced-Based Resources workbook, developed by the Geographic Leads, is available to support county offices of education and school districts collaborating on LCAP development. This workbook is designed to help LEAs collect data, assess needs accurately, and identify effective interventions. As we move forward with the implementation of the LREBG, it is crucial for superintendents and other educational leaders to embrace these requirements. By prioritizing continuous improvement, we ensure the effectiveness and sustainability of our educational strategies.

With a commitment to data-driven decision-making and strategic use of funding, we aim to significantly advance our educational objectives. This focus will bolster our educational systems and increase our capacity to serve all students effectively and fairly.

To delve deeper into the Learning Recovery Block Grant (LREBG) and other essential topics within the Statewide System of Support, please review these related blogs:

• LREBG Tools and Resources
• Measure LCAP Effectiveness
• Early Literacy Screening
• Overview of Mathematics
• Overview of LTELs

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.

For the first time, California is recognizing Long-Term English Learners (LTELs) as a distinct student group on the 2024 California School Dashboard. This change, prompted by Senate Bill 141, provides greater visibility into the progress and needs of LTELs, ensuring they are included in accountability measures and better supported in their educational journey.

By definition, an LTEL is an English Learner who has not reached proficiency within seven years of their initial assessment. Their performance data now influences key indicators such as English language arts, English learner progress, and mathematics, providing a clearer picture of where support is most urgently needed.

The 2024 California School Dashboard data highlights that Long-Term English Learners (LTELs) are one of the most frequently identified student groups for Differentiated Assistance under the Local Control Funding Formula (LCFF) priorities. A total of 215 local educational agencies (LEAs) require targeted support due to LTEL performance, compared to 195 LEAs for students with disabilities.

CAASPP Performance data shows that:

• 44% of all tested students met or exceeded standards in English Language Arts (ELA), while 6% of LTELs did.
• In math, 33% of all students met or exceeded standards, compared to 3% of LTELs.

These figures highlight the need for continued focus on instructional strategies and support for LTELs to improve academic outcomes.

California is responding with a focus on multilingual learner success, channeling significant resources toward English learners and LTELs. The state’s initiatives include dedicated funding for English learners through LCFF, evidence-based instructional strategies, and enhanced professional development for educators to accelerate language acquisition and learning.

Click below to read the overview of statewide support for multilingual learners. 

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.

As an integral leader in the Statewide System of Support, 21CSLA is offering California education leaders the UTK Leadership Certificate Program at UC Berkeley!
This no-cost, university credit-bearing program supports equity-focused instructional leadership for P–3 implementation. Open to those in a Preliminary or Clear ASC program or holding a Certificate of Eligibility, it provides key insights into UTK leadership, policy, collaboration, and job preparation.

Participants earn a UC Berkeley UTK Leadership Certificate by completing two 10-session virtual courses, which can be taken in any order.

For additional updates, visit the CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

We are excited to announce the recent launch of the System of Support Toolkit, a platform that hosts all System of Support resources and tools in one central location. This site hosts a variety of tools to help your LEAs, students, families, and communities, including the Resource Hub and Directory, self-assessments like the BASICS and Levers for System Change tool, and data dashboards.

Please note that if you previously had an account on the Resource Hub, you must reset your password in order to login to the toolkit.

For additional updates, visit the CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

The Community Engagement Initiative (CEI) supports educators with increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices. With a dedicated emphasis on fostering meaningful engagement in the development of the Local Control and Accountability Plan, the CEI utilizes a revolving cohort model, where school districts or Local Education Agencies commit to a two-year period of leadership and learning. The upcoming Cohort VI involves a collaboration among the California Collaborative for Educational Excellence (CCEE), the San Diego County Office of Education (SDCOE), Eskolta School Research and Design, and the University of San Diego (USD). Participants are encouraged to sign up for notifications about application availability. Detailed application requirements, commitments, and deadlines can be found in the linked Request for Applications (RFA).

For additional updates, visit the Community Engagement Initiative website.

Learn more about CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

As Executive Director of the California Collaborative for Educational Excellence (CCEE), I am pleased to present a brief update on our strategic priorities for the 2024-2025 school year. Our commitment is centered on four strategic areas:

1. Leveraging data to enhance outcomes for students across California.
2. Increasing support for Special Education with targeted programs.
3. Strengthening the collaboration among statewide Mathematics Leads.
4. Enhancing literacy programs in partnership with the California Department of Education.

As an integral partner of the Statewide System of Support (SSOS), we are dedicated to delivering equitable and high-quality education to every student. This year, we are particularly focused on mathematics. By collaborating with our partners, we aim to coordinate resources and align our efforts to support the new math framework effectively. Our goal is to provide comprehensive resources and training to equip educators to successfully implement the new math framework.

To support this objective, we are pleased to share an overview of California’s approach to mathematics instruction. This overview outlines California’s comprehensive approach to improving student mathematics achievement, including the state’s standards, curriculum framework, guidance, and recent investments to support implementation.

We encourage LEAs to review this overview, engage with our resources, participate in our training programs, and contribute to enhancing mathematics instruction statewide.

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.

The Community Engagement Initiative (CEI) is changing the way educators and communities work together to support student success. By focusing on building authentic relationships, CEI invites families and communities to play a vital role in shaping education.

In the latest episode of Rising from the Margins, Rocklin Academy shares the practical yet powerful steps they’ve taken to foster a sense of belonging and empower student agency. From strategic planning to their Local Control and Accountability Plan (LCAP), their journey highlights how small shifts can make a big impact.

Ready to be inspired? Listen to Part II of the CEI feature on Rising from the Margins Podcast now! Missed prior episodes, like Bakersfield City School District? Catch up on all episodes here.

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.

Governor Gavin Newsom announced that California’s Reading Difficulties Risk Screener Selection Panel has approved tools to help schools identify students at risk of reading challenges, including dyslexia. Starting in the 2025-26 school year, local educational agencies (LEAs) must annually screen all kindergarten through second-grade students.

To support this initiative, the California Statewide System of Support Resource Hub offers the Adoption Toolkit Reading Difficulties Risk Screener 2024, developed by the County Superintendents Curricular and Improvement Support Committee (CISC). Approved screeners, identified by the panel on December 16, 2024, include:

Approved Screeners:

Organization	Title	Grade Levels	Languages
Amira Learning (with HMH as partners)	Amira	Kindergarten, Grade 1, Grade 2	English, Spanish
Amplify Education	mCLASS with DIBELS Edition 8 and mCLASS Lectura	Kindergarten, Grade 1, Grade 2	English, Spanish
UCSF Dyslexia Center	Multitudes	Kindergarten, Grade 1, Grade 2	English, Spanish
Stanford University, Brain Development Lab	Rapid Online Assessment of Reading (ROAR)	Grade 1, Grade 2	English only

Resources and Support: Funding, professional learning opportunities, and statewide literacy resources are available to assist with implementation. These include tools provided through the Statewide System of Support Resource Hub and initiatives like the Learning Acceleration System Grant, Reading Instruction and Intervention, and Literacy Coaches.

Related Resources:

New! Screening Multilingual Students-March 5 2025

New! Types of Reading Difficulties-March 25

• Upcoming Information Sessions
• Role of Screening in MTSS-Feb 12
• Statewide Literacy Coordination: Overview of literacy initiatives and trainings through spring 2025.
• California Educators Together: Resources for supporting students with reading difficulties and structured literacy strategies via the California Dyslexia Initiative (account to access).
• California Department of Education Frequently Asked Questions-Literacy Screenings Professional Development

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.